“a welcome and valuable contribution ... because of Archer’s ability to reveal for her readers the complex and dynamic ways in which young Muslim Asian boys in England construct their identities. Through a careful analysis, she demonstrates how stereotypes and inequalities have a real impact on the ways in which these young people negotiate their identities, reminding us of the importance of reading identities within their different contexts... an important and refreshing book” Journal of Education Policy Muslim boys are currently 'hot topics' of social and educational debate: they have been associated with global terrorism, fundamentalism,urban rioting and, within the context of schooling, they appear to be suffering from disproportionately high rates of exclusion and low rates of achievement and post-16 progression. This timely and innovative book examines the issues in detail, fore-grounding Muslim boys' own views of their lives and schooling. The book explores the complex interplay between race/ethnicity, religion, masculinity and social class within Muslim boys' lives. Attention is also given to the role of the teacher/researcher within the boys' production of masculine identities. The book draws on illuminating new research data and reviews a wide range of literature on masculinity and race/ethnicity to enable readers to engage with complex social inequalities within the context of secondary schooling.
Table of contents:
CONTENTS Acknowledgements Introduction 1 Section one: Debates and issues 1 Gender, ethnicity and education: the theoretical and policy context. 6 2 Muslim pupils: current debates and issues 35 Section two: Identities 3 'Race', religion and masculinity in school 64 4 Boys, girls and gendered identities 92 5 Identities out of school: home, leisure and family 123 Section three: linking identities and inequalities 6 Muslim boys and racism/s 150 7 Educational and occupational aspirations 181 8 Conclusion: Muslim boys and schooling 219 Bibliography 241
RACE, MASCULINITY AND SCHOOLING * How do Muslim boys see their identities? * What are their views of schooling? * How do they describe their lives outside school? Muslim boys are at the centre of current social and educational debates. They have been negatively associated with global terrorism, fundamentalism and urban rioting, and suffer from disproportionately high rates of exclusion and low rates of achievement and post-16 progression. But is this the whole story? Race, Masculinity and Schooling brings together new research and a range of views to examine the lives and schooling of Muslim boys. The book features Muslim boys discussing their identities, their views on life and schooling, their aspirations and their experiences of racism. This timely and ground-breaking book provides researchers, students, teachers and policy-makers with a comprehensive overview of the impact and implications of issues of race/ethnicity and masculinity within secondary schooling. Louise Archer is a Senior Research Fellow in the Institute for Policy Studies in Education at London Metropolitan University. She researches issues of race, gender, social class and education including: widening participation to HE; Chinese pupils' identities and aspirations; and inner-city pupils who 'drop out' of schooling.
This book brings together a broad range of literature, plus new research data, to examine issues relating to the lives and schooling of Muslim boys. It aims to provide researchers, students, teachers and policy-makers with a comprehensive overview of the impact and implications of issues of race/ethnicity and masculinity within secondary school schooling. It details a range of theories, drawn from sociology, social psychology, education and feminist thinking and literature. Illustrations are provided from an innovative new study in which Muslim boys discuss their identities, their views on life and schooling, their aspirations and their experiences of racism.
Table of contents:
CONTENTS Acknowledgements Introduction 1 Section one: Debates and issues 1 Gender, ethnicity and education: the theoretical and policy context. 6 2 Muslim pupils: current debates and issues 35 Section two: Identities 3 'Race', religion and masculinity in school 64 4 Boys, girls and gendered identities 92 5 Identities out of school: home, leisure and family 123 Section three: linking identities and inequalities 6 Muslim boys and racism/s 150 7 Educational and occupational aspirations 181 8 Conclusion: Muslim boys and schooling 219 Bibliography 241
RACE, MASCULINITY AND SCHOOLING * How do Muslim boys see their identities? * What are their views of schooling? * How do they describe their lives outside school? Muslim boys are at the centre of current social and educational debates. They have been negatively associated with global terrorism, fundamentalism and urban rioting, and suffer from disproportionately high rates of exclusion and low rates of achievement and post-16 progression. But is this the whole story? Race, Masculinity and Schooling brings together new research and a range of views to examine the lives and schooling of Muslim boys. The book features Muslim boys discussing their identities, their views on life and schooling, their aspirations and their experiences of racism. This timely and ground-breaking book provides researchers, students, teachers and policy-makers with a comprehensive overview of the impact and implications of issues of race/ethnicity and masculinity within secondary schooling. Louise Archer is a Senior Research Fellow in the Institute for Policy Studies in Education at London Metropolitan University. She researches issues of race, gender, social class and education including: widening participation to HE; Chinese pupils' identities and aspirations; and inner-city pupils who 'drop out' of schooling.
This book brings together a broad range of literature, plus new research data, to examine issues relating to the lives and schooling of Muslim boys. It aims to provide researchers, students, teachers and policy-makers with a comprehensive overview of the impact and implications of issues of race/ethnicity and masculinity within secondary school schooling. It details a range of theories, drawn from sociology, social psychology, education and feminist thinking and literature. Illustrations are provided from an innovative new study in which Muslim boys discuss their identities, their views on life and schooling, their aspirations and their experiences of racism.